A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education

Medeiros, Rodrigo Pessoa; Ramalho, Geber; Falção, Taciana Pontual

doi:10.1109/te.2018.2864133

Cited by 253 publications

(150 citation statements)

References 92 publications

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“…Portanto, é de extrema importância entender como está o desenvolvimento desta discussão no Brasil, de forma contextualizada. Outro argumento que justifica esta RSL é que o número de publicações nacionais a respeito do tema tem aumentado nos últimos 10 anos, porém apenas duas publicações de pesquisadores brasileiros foram mapeadas na RSL internacional mencionada (Medeiros et al, 2018). Assim sendo, o objetivo desse artigo é fornecer uma visão ampla e uma melhor compreensão dos desafios do ensino e aprendizagem de introdução à programação no ensino superior brasileiro.…”

Section: Introductionunclassified

Ensino e Aprendizagem de Introdução à Programação no Ensino Superior Brasileiro: Revisão Sistemática da Literatura

Medeiros¹,

Falção²,

Ramalho³

2020

Anais Do Workshop Sobre Educação Em Computação (WEI 2020)

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Disciplinas de introdução à programação fazem parte de currículos de vários cursos de graduação, particularmente nas áreas de Ciência, Tecnologia, Engenharia e Matemática, provendo habilidades importantes para a formação dos alunos. Entretanto, as taxas de evasão e retenção destas disciplinas ainda são altas, apesar dos avanços em métodos e ferramentas. O objetivo deste artigo é prover um melhor entendimento dos desafios de ensino e aprendizagem nas disciplinas de introdução à programação em nível universitário por meio de uma revisão sistemática da literatura brasileira entre 2010 e 2016. Os resultados indicam direções para o desenvolvimento de abordagens de ensino e estratégias de aprendizagem mais eficazes, considerando as competências necessárias.

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Section: Introductionunclassified

Ensino e Aprendizagem de Introdução à Programação no Ensino Superior Brasileiro: Revisão Sistemática da Literatura

Medeiros¹,

Falção²,

Ramalho³

2020

Anais Do Workshop Sobre Educação Em Computação (WEI 2020)

Self Cite

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show abstract

“…They find it difficult to comprehend and apply the programming concepts. Moreover, students need to understand the language-dependent syntax for correct compilation of programs and apply logical thinking and mathematical skills [15]- [17]. The learning difficulty increases when programming is associated with hardwarerelated concepts like memory management and pointers [18].…”

Section: Introductionmentioning

confidence: 99%

“…The learning difficulty increases when programming is associated with hardwarerelated concepts like memory management and pointers [18]. This increases the percentage of failing and dropout of students in programming-based courses [14], [17], [19].…”

Section: Introductionmentioning

confidence: 99%

“…To address the aforementioned drawbacks, applying blended learning in computer programming courses helps teachers apply practical coding exercises, and immediate formative feedback [17]. This helps students form a deeper understanding of the programming concepts and decreases the percentage of failures and dropouts [17]. Unfortunately, Palestinian universities use traditional methods in teaching computer programming.…”

Section: Introductionmentioning

confidence: 99%

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Applying Blended Learning in Programming Courses

2019

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The C programming course is mandatory for undergraduate engineering students enrolled at universities in Palestine. The programming courses are taught by applying a traditional learning method in which the programming concepts are explained theoretically and minimal practical work is applied. In addition, students receive either no formative feedback or minimal manual delayed feedback after submitting their practical work. This negatively affects students' performance as students find it difficult to understand the programming concepts. This paper addresses the aforementioned drawbacks by applying blended learning for the first time to the C programming course which is taught to more than 1000 students each year at An-Najah National University, Palestine. Blended learning is a hybrid learning method which integrates the traditional learning method with technology and online learning. It provides students with more practical work and automated immediate formative feedback. This paper aims to study the effect of blended learning on students' performance, and students' satisfaction with the blended learning method. An independent experimental design was applied on 1374 undergraduate students enrolled in C programming course. Students were divided into two groups based on the learning method. The first group consisted of 632 students who studied the course using the traditional learning method, while the second group consisted of 742 students in which blended learning was applied. Quantitative and qualitative research methods were applied and the results revealed that blended learning improved student performance significantly compared with traditional learning. In addition, the results revealed that students were satisfied with the blended learning method in terms of easiness to use and suitability for programming and submitting assignments.

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“…The main challenges that novice students face in learning programming are related to problem solving [6] , understanding programming concept [7], programming language syntax [8] and motivation [9], [10]. While the challenges that teachers face are the need for appropriate teaching methods and tools [10].…”

Section: Introductionmentioning

confidence: 99%

The Development of a Visual Output Approach for Programming via the Application of Cognitive Load Theory and Constructivism

Bakar¹,

Mukhtar²,

Khalid³

2019

IJACSA

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Programming is a skill of the future. However, decades of experience and research had indicated that the teaching and learning of programming are full of problems and challenges. As such educators and researchers are always on the look-out for suitable approaches and paradigms that can be adopted for the teaching and learning of programming. In this article, it is proposed that a visual output approach is suitable based on the current millennials affinities for graphics and visuals. The proposed VJava Module is developed via the application of two main learning theories, which are, the cognitive load theory and constructivism. There are two submodules which consist of eight chapters that cover the topics Introduction to Programming and Java, Object Using Turtle Graphics, Input and Output, Repetition Structure, Selection Structure, More Repetition Structures, Nested Loops and Arrays. To enable Java programs to produce graphical and animated outputs, the MJava library was developed and integrated into this module. The module is validated by three Java programming experts and an instructional design expert on the module content, design and usability aspects.

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A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education

Cited by 253 publications

References 92 publications

Ensino e Aprendizagem de Introdução à Programação no Ensino Superior Brasileiro: Revisão Sistemática da Literatura

Ensino e Aprendizagem de Introdução à Programação no Ensino Superior Brasileiro: Revisão Sistemática da Literatura

Applying Blended Learning in Programming Courses

The Development of a Visual Output Approach for Programming via the Application of Cognitive Load Theory and Constructivism

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